Relevant bibliographies by topics / Classroom management – skills and strategies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom management – skills and strategies'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Classroom management – skills and strategies.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Classroom management – skills and strategies"

1

Blackburn, Heidi, and Lauren Hays. "Classroom Management and the Librarian." Education Libraries 37, no. 1-2 (September 19, 2017): 23. http://dx.doi.org/10.26443/el.v37i1-2.339.

Full text
Abstract:
As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. Also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. With different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians.
APA, Harvard, Vancouver, ISO, and other styles
2

Dane-Staples, Emily. "Constructing a Sport Management Classroom." Sport Management Education Journal 7, no. 1 (October 2013): 25–33. http://dx.doi.org/10.1123/smej.7.1.25.

Full text
Abstract:
As accountability and the nature of higher education are changing to an emphasis on teaching, it is critical for faculty to have pedagogical training to develop their classroom skills. Currently, most doctoral programs do not require pedagogical courses therefore faculty must independently seek knowledge on how to engage students and to teach the specifics of sport management. This article discusses the foundations of constructivist learning and some specific teaching strategies relevant for a sport management classroom. Drawing on educational and psychological theory, a six-element framework is outlined where instructors attempt to reach long-term learning, not just a memorization of facts. The overall framework and each element are discussed and then strategies such as the Fishbowl, Active Opinion, Talking in Circles, and group selection options are introduced. The benefit of this approach to the classroom is that it is not topic specific, and can be implemented in a variety of sport management classrooms.
APA, Harvard, Vancouver, ISO, and other styles
3

Ahmed, Maqsood, Munazza Ambreen, and Ishtiaq Hussain. "Gender Differentials Among Teachers’ Classroom Management Strategies In Pakistani Context." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 178. http://dx.doi.org/10.22555/joeed.v5i2.2253.

Full text
Abstract:
<p>The main purpose of this study was to get an insight about teachers’ classroom<br />management strategies and explore the gender differences among teachers’ classroomstrategies. The present descriptive study was quantitative in nature andmethod was used. All the teachers, teaching in different Islamabad Model<br />Schools for Boys and Girls, Islamabad (Urban Sector) constituted the population of the. Data were collected from a sample of 126 secondary school teachers, teaching in 10 different Islamabad Model Schools for Boys and Girls, Islamabad, Pakistan. Data were collected via Classroom Management Inventory (CMI), developed by the researcher, keeping in view the Pakistani context. As a result of pilot study, reliability test of the questionnaire reflected 0.947 value of Cronbach’s Alpha, which showed the high reliability of the instrument. From the findings of the study, it was concluded that teachers’ gender affects their classroom management. Female teachers exhibited more classroom management skills on four out of six dimensions of classroom management<br />than the male teachers. Classroom management being a challenging and complex task, demand knowledge and skills on the part of teachers. It is recommended that teacher trainings should contribute to such endeavour, keeping in view the gender differentials. </p><p><strong>Keywords:</strong> gender, differentials, classroom management, strategies</p>
APA, Harvard, Vancouver, ISO, and other styles
4

Gilmour, Allison F., Caitlyn E. Majeika, Amanda W. Sheaffer, and Joseph H. Wehby. "The Coverage of Classroom Management in Teacher Evaluation Rubrics." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (June 18, 2018): 161–74. http://dx.doi.org/10.1177/0888406418781918.

Full text
Abstract:
Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.
APA, Harvard, Vancouver, ISO, and other styles
5

Inada, Takako. "Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills." English Language Teaching 14, no. 3 (February 25, 2021): 32. http://dx.doi.org/10.5539/elt.v14n3p32.

Full text
Abstract:
Students&rsquo; high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students&#39; perspective in the existing literature, but few from the teachers&#39; perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students&#39; levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students&rsquo; levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.
APA, Harvard, Vancouver, ISO, and other styles
6

Akgün, Ege, Melike Yarar, and Çağlayan Dinçer. "The evaluation of class management strategies of preschool teachers in classroom activities." Pegem Eğitim ve Öğretim Dergisi 1, no. 3 (September 1, 2011): 01–09. http://dx.doi.org/10.14527/c1s3m1.

Full text
Abstract:
Classroom management strategies of teachers are of particular importance for carrying out educational activities effectively, enhancing academic and social achievement of children, and enabling children to acquire life skills. The purpose of this study is to examine classroom management strategies of preschool teachers in classroom activities through observation. The participants of this study were six preschool teachers in Ankara. The classroom management strategies of preschool teachers were observed by "unstructured and nonparticipant observation" technique. Content Analysis was used for data analysis. The research findings show that the number of negative expressions used by teachers is higher than that of positive expressions they used. Most of the teachers using negative expressions were holding an associate's degree.
APA, Harvard, Vancouver, ISO, and other styles
7

Franklin, Hayley, and Ingrid Harrington. "A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms." Journal of Education and Training Studies 7, no. 12 (September 16, 2019): 1. http://dx.doi.org/10.11114/jets.v7i12.4491.

Full text
Abstract:
A teacher’s role encompasses far more than just imparting curricula outcomes to their students: they need to equip students with the necessary tools to experience social and academic success both inside the classroom and beyond it. Teachers need to empower students with the means to critically analyse the world around them in order to develop into critical independent thinkers. Students need to be proficient in utilising skills associated with higher levels of thinking, that will empower them with the ability to identify, analyse and evaluate the infinite volume of information available through our rapidly changing digital world. Just as teachers need to take responsibility for the various methods of teaching and instruction in the classroom, it is essential for students to take ownership of the learning process, to ensure future success in university environments, where sustained personal effort and metacognitive skills are fundamental to academic success. The object of the review of the literature surrounding the roles of teacher and student, effective classroom management strategies, and successful evidence-based teaching and learning pedagogies, is to assist new and experienced teachers in the promotion of a positive classroom experience for all.
APA, Harvard, Vancouver, ISO, and other styles
8

Khan, Erum. "English Language Teacher’s Professional Attitude and Classroom Management Parameters." Journal of Educational Management & Social Sciences 1, no. 1 (June 29, 2020): 08–15. http://dx.doi.org/10.48112/jemss.v1i1.5.

Full text
Abstract:
English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.
APA, Harvard, Vancouver, ISO, and other styles
9

Hansen, Blake D., Paul Caldarella, Leslie Williams, and Howard P. Wills. "Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams." Behavior Modification 41, no. 5 (March 20, 2017): 626–46. http://dx.doi.org/10.1177/0145445517698418.

Full text
Abstract:
Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students’ classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.
APA, Harvard, Vancouver, ISO, and other styles
10

Mandal, Ram Babu. "Implementation of the Teacher Training for Classroom Management." Academic Voices: A Multidisciplinary Journal 7 (October 17, 2018): 50–54. http://dx.doi.org/10.3126/av.v7i0.21370.

Full text
Abstract:
The main objectives of this study are to investigate the challenges in implementation of teacher training for classroom management, and to explore the strategies of teacher training for classroom management to promote students learning. In the process of collecting data, unstructured interview was taken. The major finding of this study is teacher training is not implemented effectively in the classroom. It is found that there are various difficulties faced by the teachers to implement methods, skills and techniques in the classroom what they have got from training. Thus, for effective implementation of teacher training, the teachers, administration and all the concerned authorities should be responsible.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Classroom management – skills and strategies"

1

Anderson, Winnie. "Perception of first-year teachers concerning the extent to which a mentoring program helps to establish efficacy with regards to organizational skills, effective classroom management skills, creative instructional strategies and strategies for retention intentions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/47.

Full text
Abstract:
The purpose of this study was to ascertain the impact of an effective mentoring program upon first-year teachers to acquire efficacy in the areas of organizational skills, effective classroom management skills, creative instructional strategies and strategies for retention intentions. A Mentor Teacher Survey Instrument was administered to new teachers in six middle schools and 27 respondents provided completed surveys. The data were computed using Cronbach coefficient alpha and correlations using version 16.0 of the Statistical Package for the Social Sciences (SPSS). Cronbach’s alpha coefficients computations for each subscale were as follows: .883, organizational skills subscale, .796, classroom management subscale, and .910 instructional strategies subscale. The one-sample t tests were performed to compare the mean responses of the non- demographic survey items with the neutral test value of 3.0. A bivariate correlation was used to determine the relationship between first-year teachers’ sense of efficacy for organizational skills, classroom management, instructional strategies and retention intentions. The statistical significance was established at the .05 level of probability. The SPSS 16.0 bivariate correlation procedure computed Pearson’s product-moment coefficient (r) and Spearman’s rho (p), to measure the strength of the correlation. A point biserial application of the Pearson correlation was used because one of the variables was dichotomous and the second variable was measured on an interval or ratio scale. An alpha level of .05 was set a priori was used to determine if significant differences! relationships existed between variables of interest. The SPS S data revealed a null hypothesis thus indicating that the respondents expressed a neutral attitude concerning their mentoring experience. The respondent’s responses revealed 314 negative responses out of a total of 460 positive responses. These 314 responses were computed as the lowest scores assigned by the Likert Scale. A comprehensive study was conducted in 2001 and the researcher made recommendations to the school district to revamp their induction/mentoring program and the system ignored the recommendation; therefore, this researcher supports the 2001 study and confirms that the local school district needs to make significant modification to their induction/mentoring program.
APA, Harvard, Vancouver, ISO, and other styles
2

Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wong, Chun-wai. "Evaluating the quality of communication skills in classroom management." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832967.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hitt, Sara Beth, and false. "Multi-tiered Classroom Management Strategies for All Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4067.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ortman, James Francis. "Strategies to Teach Customer Service Skills." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3408.

Full text
Abstract:
Business managers' failure to retain dissatisfied customers leads to millions of dollars in lost revenue. The purpose of this single case study was to explore managers' training strategies to teach sales associates customer service skills. The sample included 3 training managers from the mobile phone industry in Michigan who recorded a 25 % increase in customer retention after implementing customer service training. The conceptual framework for this study was human capital theory. Data were collected from semistructured interviews and training documents. Data analysis entailed using coding techniques and cluster analysis. Member checking applied to clarify the interpretation of participants' responses and reveal missing information. The 3 themes that emerged were mentoring and recruitment, training and development, and customer satisfaction. Mentoring and recruitment surfaced from the managers' need to hire qualified sales associates. Training and development grew from the need to have a strategy to train sales associates in customer service skills. Customer satisfaction emerged from the need to retain customers for a stable business environment. The findings from this study may contribute to social change by showing the training strategies managers use to teach customer service skills to sustain business and mitigate harmful effects of job loss. The data suggested a trained sales force could work to retain customers and provide customer satisfaction. Data from this study may contribute to the prosperity of mobile phone customers from well-educated sales associates that enhance the quality of using mobile phones in the local communities. The beneficiaries of this research include business managers, sales associates, and customers.
APA, Harvard, Vancouver, ISO, and other styles
6

Ryan, Kathleen M. "Teaching conflict resolution skills through literacy in an elementary classroom /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1598.html.

Full text
Abstract:
Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Ron Cassella. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 96-98).
APA, Harvard, Vancouver, ISO, and other styles
7

Wong, Chun-wai, and 王鎮偉. "Evaluating the quality of communication skills in classroommanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rudisill, Lanie Jean. "Enhancing a Middle School Student's Self-Management Skills in the Classroom." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3044.

Full text
Abstract:
Self-regulation (SR) and executive functioning (EF) are important factors for successful student outcomes. Research suggests that executive skills facilitate the process of behavioral self-regulation. Well-developed SR and EF skills make learning more likely. Proper SR has the ability to improve attention levels and EF includes the use of working memory, both of which are essential components of the information processing system that students use continuously. One type of SR, referred to as self-management, involves a cycle of observing and recording one’s own behavior, then evaluating one’s self-assessments against those of an external observer. Self-management interventions have previously been found to reduce students’ inappropriate and off-task behaviors as well as increase classroom preparedness, on-task behavior, and academic performance. This study investigated the impact of a self-management intervention on a middle school student’s classroom preparation behaviors and his EF skills. Results suggest the participant’s overall classroom preparation behaviors were enhanced through his participation in the intervention. A few significant changes were also found in the participant’s pre- and post-intervention EF scores.
APA, Harvard, Vancouver, ISO, and other styles
9

Stahnke, Rebekka. "Teachers’ Situation-Specific Skills With a Particular Focus on Classroom Management." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/23024.

Full text
Abstract:
Situations-spezifische Fertigkeiten sind ein wichtiger Teil von Lehrerexpertise und insbesondere im Bereich des Klassenmanagements bedeutsam. Vor dem Hintergrund der Kompetenz- und Expertiseforschung synthetisiert die vorliegende Dissertation bisherige Befunde systematisch und untersucht, wie sich Novizen- und Expertenlehrpersonen in ihren Fertigkeiten hinsichtlich des Klassenmanagements unterscheiden. Studie 1 fasst den Forschungsstand in einem systematischen Review von 60 empirischen Studien zusammen und arbeitet Erkenntnisse zu Fertigkeiten und ihrer Förderung sowie zum konzeptuellen Rahmen der Studien heraus. Für Studie 2 und Studie 3 werden die Fertigkeiten von 20 Noviz*innen und 20 Expert*innen mit Hilfe von Videoausschnitten untersucht, die für das Klassenmanagement relevante Ereignisse zeigen. Studie 2 erforscht mit Hilfe von Eye-Tracking-Methoden insbesondere die Fertigkeit der Wahrnehmung sowie formatspezifische Expertiseeffekte. Es fand sich bei Expert*innen ein Fokus auf Schüler*innen, während Noviz*innen vor allem beim Partnerarbeitsformat weniger ausgeprägte Fertigkeiten zeigten. Studie 3 untersucht anhand von retrospektiven verbalen Analysen Expertiseeffekte hinsichtlich des Wahrnehmens, Interpretierens und Entscheidens. Expertise war erneut durch einen Fokus auf Schüler*innen gekennzeichnet. Zudem boten Expert*innen mehr Handlungsmöglichkeiten an als Noviz*innen. Zusammenfassend lässt sich feststellen, dass Expert*innen vor allem hinsichtlich des Entscheidens überlegen sind. Weiterhin deuten die Ergebnisse darauf hin, dass offenere Unterrichtsformate für Noviz*innen besonders herausfordernd sind. Die Bedeutung der Ergebnisse wird hinsichtlich der allgemeinen Expertise- und Kompetenzforschung sowie der Klassenmanagementforschung diskutiert. Die Studien zeigen theoretische Inkohärenz hinsichtlich des Konstrukts situations-spezifischer Fertigkeiten auf, sowie eine starke Fokussierung bisheriger Forschung auf Störungen in Frontalunterrichtsszenen.
Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management. Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers’ skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers’ retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers’ perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.
APA, Harvard, Vancouver, ISO, and other styles
10

van, Luinen Edward. "Global leadership| Strategies and practices to develop intercultural skills." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139809.

Full text
Abstract:

Globalization is a transformational change phenomenon that is significantly and rapidly impacting today’s organizations, leaders, and people. In turn, the role of the global business leader has become quite complex, and Fortune 500 organizations are facing a dearth of global leaders capable of addressing today’s business leadership challenges. In response to this challenge, one particular strategy for developing global leaders focuses on building intercultural skills. However, given the complexity of their roles, global leaders may face difficulties in developing these skills. By first acknowledging these obstacles global leaders can then, through their work, develop effective strategies and practices in the intercultural domain. After some time spent working in their global roles, leaders may be in the best position to measure what intercultural strategies and practices are most effective. Once global leaders possess strong intercultural acumen, they can pass on their knowledge to emerging generations of leaders by recommending a number of strategies and practices that have proven effective in navigating the global business arena.

This study took a qualitative approach through semi-structured interviews of global leaders to gain a deeper understanding of the difficulties faced in developing intercultural skills. From that vantage point, the interviewees articulated strategies they have used to nurture these critical intercultural skills. Success measures for global leaders demonstrating applicable intercultural skills may include effective communication, team cohesion, and goal achievement. Other success measures were discovered as a result of this study. Collectively, these measures inform new strategies and tools to develop and coach future generations of emerging global leaders seeking to enhance their intercultural acumen.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Classroom management – skills and strategies"

1

Kaufman, Christopher. Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore: Paul H. Brookes Pub. Co., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kaufman, Christopher. Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore: Paul H. Brookes Pub. Co., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kaufman, Christopher. Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore: Paul H. Brookes Pub. Co., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore: Paul H. Brookes Pub. Co., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mary, Gleason, and Curriculum Associates Inc, eds. Skills for school success. North Billerica, MA: Curriculum Associates, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Marcia, Jordan Maya, ed. Rethinking classroom management: Strategies for prevention, intervention, and problem solving. Thousand Oaks, Calif: Corwin Press, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rethinking classroom management: Strategies for prevention, intervention, and problem solving. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mendler, Brian D. Strategies for successful classroom management: Helping students succeed without losing your dignity or sanity. Thousand Oaks, CA: Corwin Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

A handbook of basic skills and strategies for beginning teachers: Facing the challenge of teaching in today's schools. New York: Longman, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Levin, Frances A. Guide for alternate route teachers: Strategies for literacy development, classroom management, and teaching and learning, K-12. Boston: A&B/Pearson, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Classroom management – skills and strategies"

1

Haskins, Natoya Hill. "Facilitation Skills and Classroom Management." In School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes, 180–220. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.n8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wehby, Joseph H., and Kathleen Lynne Lane. "Classroom management." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 61–76. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lombard, Huibrecht Christiana. "Information Skills in the Curriculum." In Health Information Management: What Strategies?, 113–16. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8786-0_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Foster, Marie-Claude. "Managing complexity — unhelpful and effective strategies." In Management Skills for Project Leaders, 21–44. Basel: Birkhäuser Basel, 2001. http://dx.doi.org/10.1007/978-3-0348-8260-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ferguson, Valerie, Sheila Padden, Sigrid Rutishauser, and Michael Hollingsworth. "Information Retrieval Skills for Problem Based Learning." In Health Information Management: What Strategies?, 109–12. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8786-0_34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Milne, Ruairidh, Sandy Oliver, and Gill Needham. "Developing a Critical Appraisal Skills Programme for Consumer Health Information Services." In Health Information Management: What Strategies?, 231–33. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8786-0_77.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Idrus, Hairuzila. "Enhancing Oral Presentation Skills of ESL Students: The Use of Oral Communication Strategies." In Assessment for Learning Within and Beyond the Classroom, 437–46. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Belardo, Salvatore, and Peter Otto. "Managing in the New Economy: New Strategies, New Structures, New Leadership Skills." In Herausforderungen an das Management, 3–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-55971-6_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kryza, Kathleen. "Practical Strategies for Developing Executive Functioning Skills for ALL Learners in the Differentiated Classroom." In Handbook of Executive Functioning, 523–54. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8106-5_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wong, Andy. "Implementing Instructional Intelligence Skills, Strategies, and Tactics into an International Baccalaureate Diploma Program Mathematics Classroom." In Pedagogy in a New Tonality, 57–70. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-669-4_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Classroom management – skills and strategies"

1

Mouw, Jolien, Marjon Fokkens-Bruinsma, and Gert-Jan Verheij. "Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11049.

Full text
Abstract:
Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.
APA, Harvard, Vancouver, ISO, and other styles
2

Johnstone, Bruce Alexander. "Developing career management skills within a flipped course in Managerial Communication." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8135.

Full text
Abstract:
This paper reports on research in progress to evaluate the effectiveness of strategies for developing career management skills (the processes involved in obtaining and maintaining work) in undergraduate university business students in Melbourne, Australia. These strategies are incorporated into a course in Managerial Communication - taught using blended-learning and a flipped-classroom approach. The course’s active learning workshops provide opportunities to rehearse the process of undertaking a job search, creating application documents and being interviewed. Students are also prepared for modern recruiting processes by going through an online video interview simulation and preparing an online Linkedin profile. Finally, the design of the workshops and the terminology and approach to project-based learning prepares students for workplaces that employ Agile methodology.
APA, Harvard, Vancouver, ISO, and other styles
3

Carabal-Montagud, María Ángeles, Virginia Santamarina Campos, María Del Val Segarra Oña, and María Blanca De Miguel-Molina. "Desarrollo de la competencia tecnológica en el marco STEAM para la docencia universitaria: experiencia en el Museu de Belles Arts de València." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11971.

Full text
Abstract:
STEAM is an innovative teaching-learning process based on Science, Technology, Engineering, Arts and Maths competences. Accordingly with this new approach, a team of Fine Arts and Management professors are currently leading an innovative project based on "Applying STEAM Strategies in the Social Sciences and Arts Areas”. The objective is to establish links between the different STEAM competences -science, technology, engineering, art and mathematics- as a common element in classrooms, enhancing technological training. This new approach motivates students and connects teaching to present society’s needs. In this paper we present an analysis of a teaching experience outside the classroom, developed at the Museu de Belles Arts in Valencia (Spain). In this activity, several tools that use technology with which the students are familiar are used, in which is called “BYOD” (Bring Your Own Device). In this case we analyze the use of the photography as a teaching tool. Some of the characteristics of the activity include free time and different spaces at the museum, DIY -Do it Yourself-, cooperative teamwork, peer learning, integration of theory into practice, flexible thinking and analytical skills. The activity looks to motivate them through gamification. After data collection, debriefing is used for integrating results.
APA, Harvard, Vancouver, ISO, and other styles
4

Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

Full text
Abstract:
The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?
APA, Harvard, Vancouver, ISO, and other styles
5

S Halibas, Alrence, Rolou Lyn Maata, Mohamed Abdul Kader Varusai, Ali Al-Badi, and Peyman Nouraey. "Design of a Knowledge Management System for the Research-Teaching Nexus: Evidence from Institutional Audit Reports [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4543.

Full text
Abstract:
[This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology," 16, 21-40.] Aim/Purpose: The need for Higher Education Institutions (HEIs) to maximize the use of their intellectual property and strategic resources for research and teaching has become ever more evident in recent years. Furthermore, little attention is paid in developing an enabling system that will facilitate knowledge trans-fer in the Research-Teaching Nexus (RTN). Hence, this study assesses the current state of practice in knowledge management of the nexus in higher education in Oman. It also explores the context of how Knowledge Management System (KMS) for the nexus can be designed and utilized by HEIs and challenges them to rethink their traditional approaches in managing their knowledge assets to boost individual and organizational learning. Background: This study provides a Knowledge Management-based framework and de-sign of a knowledge management system that support the academic community towards the improvement of the nexus. This study sets out ideas from various academic and professional experts on how academic stake-holders in the higher education can improve and promote knowledge transfer and make better use of its knowledge and research assets for teaching and learning. It stressed the importance of having the knowledge assets or resources that can easily be pooled, accessed, and made available to its intended stakeholders. Methodology: Data were gathered from 29 out of 49 institutional quality audit reports of all HEIs in Oman. The panel comments were coded and analysed to ex-tract valuable insights regarding the management of knowledge assets in research. Additionally, data were gathered from the institutional accreditation outcomes page of the same website. Manifest and latent content analyses were used in reporting the findings of the panel. Contribution: The study will contribute to a greater understanding and acceptance of Knowledge Management (KM) in higher education and extended the body of knowledge concerning knowledge management for the RTN. Findings: The reports revealed a very limited practice of the nexus in terms of people and culture, structure ad processes, and computing and web technologies. A few staff are involved in RTN work, there is an uneven understanding of the RTN among staff, limited joint research between staff and students are some of the reasons for this. Significantly, there is no explicit research framework or policy for the RTN, and systems and/or mechanisms are limited. Furthermore, the reports did not account any use of computing and web technologies for the nexus. These limitations can lead to students with less academic, research, and graduate skills. Hence, this study presents a feature design of a KMS that incorporates various RTN best practices, as informed by the reports and literature. The design will allow the staff to utilize the research assets in the classroom, at the same time, engages stu-dents in research and scholarly undertakings. Recommendations for Practitioners: All HEIs must have a innovative system that integrates a formal agenda and approach, and set initiatives, strategies, policies, and procedures for knowledge management in utilizing research assets for teaching and learning. It must be designed so that RTN practices remain up-to-date, relevant, and responsive to the needs of the stakeholders, as well as, address academic accreditation challenges. Recommendation for Researchers: Researchers can evaluate the knowledge management of RTN practices of other HEIs outside of Oman to effectively recommend the proper course of action for teaching and learning improvement. Impact on Society: This study will redefine the role and contribution of HEIs, which are key players in advancing a knowledge economy. HEIs are expected to be powerhouses where academic knowledge is discovered, created, disseminated, shared, and re-invented. They must be able to fully grasp the value of man-aging knowledge to be able to effect positive and purposeful change to the community. Future Research: Future work should include staff and student surveys that examine the knowledge management need of the learning organization to better inform the design of a KMS for the RTN. Thereafter, future research can test the stage to test the effectiveness of the conceptual design.
APA, Harvard, Vancouver, ISO, and other styles
6

Watson, Stacey, Julio César Bahamón, Harini Ramaprasad, and Heather Richter Lipford. "Developing Soft Skills with a Classroom Behavior Management Game." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162247.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chang, Jing. "Research on Effective Teaching Strategies in Flipped Classroom." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Liao, Yanling, Bo Zhao, and Jun Wang. "Instructional Strategies Study Via Classroom Observation of MOOC." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.75.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Suryana, Asep, Widiawati Widiawati, and Minnah El Widdah. "Leadership Approach: Developing Teacher Leadership Skills in the Classroom." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.205.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Affandi, Lalu Hamdian, Heri Hadi Saputra, and Husniati Husniati. "Classroom Management at Primary Schools in Mataram: Challenges and Strategies." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.066.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Classroom management – skills and strategies"

1

Bailey-Ramos, Erica. Who Matters?: Effective Classroom Management Strategies for Multicultural Elementary Education. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.218.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Corona Rodríguez, JM. Transmedia New Literacies and collective participatory skills. Strategies for creative production and leisure management of Star Wars fans. Revista Latina de Comunicación Social, February 2019. http://dx.doi.org/10.4185/rlcs-2019-1339en.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

Full text
Abstract:
COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Classroom management – skills and strategies' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography